Pupil, Teacher and Family Voice in Educational Institutions

Values, Opinions, Beliefs and Perspectives
Herausgeber: Goodwyn, Andrew; Wearmouth, Janice

• Broschiertes Buch

Produktbeschreibung

Taking a novel approach to the concept of 'voice' within education systems, this insightful text considers the extent to which the values, opinions, beliefs and perspectives of pupils, families, teachers, and members of senior management are heard in educational settings, and explores what can be learned from integrating their views and opinions in decision-making processes. Pupil, Teacher and Family Voice in Educational Institutions traces the historical and legal developments which have heralded an increased appreciation of individuals' perspectives in key decision-making processes. Chapters consider how various parties can be encouraged to voice their opinions and beliefs, and address the issues and challenges which may face institutions as they seek to create an atmosphere of open and active consultation and engagement. Drawing on evidence-based research, case studies and personal accounts, chapters reflect upon the concept of 'voice' in diverse settings and acknowledge the sometimes significant divergence between the intended and actual extent to which such opinions, beliefs and perspectives are reflected in day-to-day practice. Offering in-depth exploration of the concept of 'voice' and the benefits, implications, challenges and practicalities associated with it, this text will be of interest to future and in-service teachers, educational researchers and policy makers.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 256
• Erscheinungstermin: 25. März 2019
• Englisch
• Abmessung: 234mm x 156mm x 14mm
• Gewicht: 395g
• ISBN-13: 9781138584877
• ISBN-10: 1138584878
• Artikelnr.: 55183194

Autorenporträt

Janice Wearmouth is Professor of Education at the University of Bedfordshire, UK. Andrew Goodwyn is Professor and Head of the School of Education and English Language and Director of the Institute for Research in Education, at the University of Bedfordshire, and Emeritus Professor at the University of Reading, UK.

Inhaltsangabe

List of Tables and Figures Brief Biographies - about the Editors and
contributors Preface Chapter One: Developments towards the right to be
heard in educational contexts Chapter Two: Lessons learnt by student
teachers from the use of children's voice in teaching practice Chapter
Three: On bilingualism in monolingual English classroom environments - the
challenges for Polish-English bilingual children, their parents and schools
Chapter Four: Bilingual Creative Writing Clubs - giving voice to bilingual
children in English schools Chapter Five: Listening to the voices of
indigenous M¿ori students over time: What do they tell us about national
education policy? Chapter Six: Students' and a teacher's views of factors
contributing to effective literacy learning for all in an inclusive
classroom Chapter Seven: The hidden voice of pre-service teachers in their
private social media interactions Chapter Eight: A voice for advancing the
profession of teaching? Chapter Nine: The first year of headship: A
cross-comparison of the experiences, challenges and successes, expressed by
newly appointed headteachers during their first year in post Chapter Ten:
Primary headteachers' perceptions of schools' roles in training teachers
within a changing landscape of teacher training Chapter Eleven: Lost in
Translation: A Discussion of a Small Scale Study of Non-English Speaking
Mothers' Experiences of Negotiating their Children's Primary Schooling
Chapter Twelve: One mother's experience of the special educational needs
system Chapter Thirteen: Students', teachers' and families' views on
homework Index